Contents

Missouri GLEs

Grade

GLE

Description

4

MA 4 1.6 MA 2 3.6 MA 2 1.10

describe geometric and numeric patterns. predict the results of sliding/translating, flipping/reflecting or turning/rotating around the center point of a polygon. Create a figure with multiple lines of symmetry and identify the lines of symmetry.

5

MA 4 1.6 MA 2 3.6 MA 2 1.6

make and describe generalizations about geometric and numeric patterns. predict, draw and describe the results of sliding/translating, flipping/reflecting or turning/rotating around a center point of a polygon. identify polygons and designs with rotational symmetry.

6

MA 4 1.6 MA 2 3.6 MA 2 1.6

compare various forms of representations to identify patterns. describe the transformation from a given pre-image using the terms reflection/flip, rotation/turn, and translation/slide. create polygons and designs with rotational symmetry.

Mathematical Context:

Problem Solving

Reasoning

Communication

Making Connections

Designing and Analyzing Representations

Identify Desired Results

Understandings:

Students will understand the connection between patterns in art and patterns in mathematics.

Students will understand the visual effects of patterns.

Students will understand the key components of symmetry.

Students will understand the properties of border patterns and their relationships to mathematics.

Essential Questions:

Why is it important to explore patterns in the real world?

What are the relationships between patterns in art and patterns in math?

How can learning about patterns in different pieces of artwork develop a heightened sense of patterns in mathematics?

Planned Learning Experiences

Objectives:

Through exploration of border patterns in pieces of artwork, students will be able to identify the properties of patterns.

Through exploration of border patterns in pieces of artwork, students will be able to describe symmetries.

Assessment Evidence

After exploring border patterns, students will complete the attached worksheet on Border Patterns in Greek Art. Students are expected to accurately complete the worksheet with 90% accuracy.

Learning Activities

Motivator:

A field trip to the St. Louis Art Museum to explore Greek Art

Procedures (what will students do?)

Students will be directed to chosen pieces of artwork in the museum, where they are given background on the artwork e.g., a Greek Amphora, c. 530 BC, painted by Antimenes, etc.

Students will explore the patterns on the vase looking for lines of symmetry.

On the handout (attached) students will be asked to fill in the appropriate information as they explore the amphora.

Students will design their own border patterns based on vertical lines of symmetry

Students will design their own border patterns based on horizontal lines of symmetry.

Closure:

Ask students key questions about what they’ve learned about border patterns and how they relate to both mathematics and art.